Education and the working class: Is there a hope for an inclusive approach?

This book provides a cutting analysis of why interventions have failed to solve various issues and explores the limitations of special education and current inclusive policies. The bureaucracy itself is scrutinised, calling for reformed teams combining disciplinary knowledge and project management skills.

Ultimately, a new social justice model is proposed for education planning. This would entail systemic changes like reworking the foundation phase around socio-emotional development, embracing contextual realities, and compensating for the lack of social/cultural capital.

Featuring insights from theorists like Bernstein and Bourdieu, alongside the author’s own writings and speeches, the book initiates a vital debate. It envisions transforming education to empower rather than marginalise the working class through a transformative philosophy grounded in their unique needs and circumstances.